Lesson Plan in Multi-Grade

Mathematics III & IV

3rd Quarter- Week 7
Grade III Grade IV

I. Objectives I. Objectives
Content Standard Content Standard
demonstrates understanding of continuous and demonstrates understanding of the concept of time,
repeating patterns and mathematical sentences. perimeter, area, and volume.

Performance Standard Performance Standard

The learner is able to apply knowledge of continuous The learner is able to apply the concepts of time,
and repeating patterns and number sentences in perimeter, area, and volume to mathematical
various situations problems and real-life situations

Competencies Competencies
Completes a symmetric figure with respect to a Measures the perimeter of any given figure using
given line of symmetry. appropriate tools. M4MEIIIh-49
M3GE-IIIh7.5
Derives the formula for perimeter of any given
Lesson Objectives figure. M4MEIIIh-50
At the end of the lesson the learners are expected
to: Lesson Objectives
1. identify symmetrical figures, At the end of the lesson the learners are expected
2. draw and complete lines of symmetry, and to:
explain why or why not a figure has 1. Finds the perimeter of triangles, squares,
symmetry rectangles, parallelograms and trapezoids.
3. reflect the importance of symmetrical lines to 2. Measures the perimeter of any given plane
our environment. figure using appropriate tools.
3. Share the importance in measuring the
Process Skills: Concept of symmetry different figures in real works.
Process Skills: Measuring length of objects using
appropriate tools

II. Subject Matter II. Subject Matter

a. Topic: Completing a Symmetric Figure with a. Topic: Measuring Perimeter

respect to a given line

b. Materials: b. Materials:
Fill-tip-pen, Picture, mirror, colored papers, Fill-tip-pen, Picture, colored papers, PowerPoint
chart, PowerPoint Presentation, Leaves, Activity Presentation, manila paper, Activity sheets, ruler
sheets, yarn, cut-outs, crayons, glue, tape, ruler
c. Reference:
c. Reference: BOW, CG, TG, LM,
BOW, CG, TG, LM
d. Values Integration:
d. Values Integration: Creativeness, cleanliness
Equality and Sharing
e. CSE Integration: (Tranformative)
e. CSE Integration: (Developing Self-Efficacy) 1. Gardening is for all gender.
1. Sharing equality with the objects and even 2. Share experiences and responsibility in
foods to all gender. the activities.
 f. Subject Integration
f. Subject Integration: Arts: Stencils of figures
Science: Reflection Code: A4PR-IIIh
Code: S3FE-IIIg-h-4 Music: Dynamics (yells)
Music: Dynamics Code: MU6DY-IIIf-g-1
Code: MU3DY-IIId-2
Arts: Designs a symmetrical figure
Code: A3PR-IIIi
III. Procedure III. Procedure
A. Preliminary Activities a. Preliminary Activities
Drill: (1min) Drill:
Adding and multiplying numbers mentally Adding and multiplying numbers mentally
Review: (2min) Review:
Guessing Game Guessing Game
Motivation: Motivation:
Show picture of butterfly Show a handkerchief
What are the colors of the butterfly?
How are the wings shaped?
(Classroom Rules) (Classroom Rules)
1. Listen when someone speaks. 1. Listen when someone speaks.
2. Raise your hand when you speak. 2. Raise your hand when you speak.
3. Listen and follow direction. 3. Listen and follow direction.
4. Participate in group activities. 4. Participate in group activities.

B. Developmental Activities b. Developmental Activities

1. Activity (15min) 1. Activity

Organize the class into 2 groups. Group 1 (Fill me in!)
Let them do the activities to draw a line of symmetry Create a design for our Gulayan sa Paaralan
in each material. using plain figures. (stencil)
Group will make their group yells. Make a yell to present the outputs.

Group 1 (Finding my Better half) Group 2 (Build me!)

(Yarn, Bags of shapes and mirror) Arrange the figures to create a design of the
school using the given cut-outs. Create a
Group 2 (Design Me) song/yells with the different figures used in
Create a slogan with symmetrical designs. building a school

After 10 minutes pause the activity and have the

different groups share what they’ve found thus far. 2. Analysis
What have you observed in the activity?
2. Analysis (5min) What are the figures you’ve found?
How did you use the materials in the activity? What do you think our topic?
How do you find the activity?
What do you think in the activity you made?
3. Abstraction
Using the ruler, you are going to measure the figures
3. Abstraction (5min) that you made during the activity.
Why does the figures have symmetry? How do find the activity?
Why it doesn’t have symmetry? What did you used in measuring the figure?
How did you get the measurement?
Why we need to measure the square, triangle?
Now, let us check your outputs.
 4. Application (10min) How does the formula useful to you?
Have the students do the activities independently.

4. Application
5. Generalization (3min) Find the perimeter of the following figures.
How do we find the line of symmetry?
Why we need to draw line of symmetry?
How does line of symmetry important?
What do you think will happen if we neglect to draw
line of symmetry?

5. Generalization
What is the formula in getting the perimeter of
Square, triangle, trapezoid, rectangle?

IV. Assessment (5 min) VI. Assessment (5min)

Tell whether the dotted line on each
shape represents a line of symmetry. Direction: Give the formula in finding the perimeter
Write yes or no. of the following figures then use to find their
perimeters.

V. Assignment
Draw a line of symmetry on each shape. VII. Assignment

Draw the second half of each symmetrical Direction: Give the formula in finding the perimeter
shape. of the following figures then use to find their
perimeters.
Find the perimeter of the following.

Prepared by: Noted by:

JESAVIE R. SAMUYA ALLAN R. MATUNHAY

Teacher School Head